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Play
(1932)
Play
(1932)
Play
Play is…
• pleasurable
• something the child chooses to do
Play…• Involves active participation
• Is open-ended
• Is in the control of the players
• Often involves ‘pretending’
(1932)
Play supports the development of:• Skills, by allowing repetition and practice
• problem-solving
• concept
• self-concept and self-esteem
• social skills
(1932)
PLAY WITH OBJECTS
• Sensorimotor Play with Objects
• Constructive Play using Objects
• Dramatic Play using Objects
• Imaginative Play Using Objects
• Games with Rules
Types of play
(1932)
SOCIAL PLAY
• Play with Adults
• Solitary Play
• Parallel Play
• Associative Play
• Co-operative Play
Types of play
(1932)
DRAMATIC PLAY
Stage 1: Imitative Role Play
Stage 2: Make Believe Play
Stage 3: Socio-dramatic Play
Types of play
• Mildred Parten identified 6 stages of play.
• These stages of play are cumulative. Children may go back to the early stages even when they are capable of the highest level.
Parten’s stages of play
• Unoccupied– Unengaged with other
children or activities– Non-play
• Onlooker – Watches others at play
Parten’s stages of play
• Solitary– Plays alone
• Parallel– Plays independently but
uses some shared materials or space
Parten’s stages of play
• Associative– Engages in same activity as
others but not with a common purpose
– Some interaction occurs such as comments, observation or imitation.
Parten’s stages of play
• Cooperative– engages in interactions
with others– children take role as
leaders and followers– There is give-and-take
and sharing of ideas and common goals
Parten’s stages of play
(1932)
Play and culture
Not all cultures regard play in the
same way.
• In many Asian cultures play and learning are not linked.
Play and culture
• In Reggio Emilia programs (Italy), play is an integral part of all children’s activities with an emphasis on social interaction.
• In many western cultures (Europe, America and Australia) child-initiated play is strongly linked to development and learning.
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Play is fun!
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